Running head: CLINICAL FIELD EXPERIENCE: D 1

Clinical Field Experience: D

Jeanine Loar

Grand Canyon University: SPD 580

December 15, 2020

CLINICAL FIELD EXPERIENCE: D 2

Field Experience D

While attending Ms. C’s class for my final practicum, I wanted to ensure that the small

group of students that I was working with had a good foundation and understanding of what we

had been learning to include how to utilize the anchor charts available to them, and how to chuck

the material so that they better understand the material. While Ms. C was teaching the whole

class review lesson I moved to the back of the class with my small group of students and we

worked on finalizing our writing passage, we practiced reading our passage as well as asking one

another questions about what each other had written.

As a small group we reviewed the passage from the lesson, we did so by chunking the

text into more manageable sections to discuss to ensure comprehension. The passage consisted of

5 paragraphs. I began by reading the introductory paragraph aloud then the students read the

other paragraphs, I read the conclusion and worked that into a discussion about what we had

read. At the conclusion of each student’s paragraph we would talk about the main idea and

provide supporting details to support the main idea. We talked about how we could use this

strategy in other classes as well.

After reading and ensuring comprehension of what we have read, we completed a Venn

Diagram that organized the main idea and supporting details as well as the characters and traits

that the characters displayed in the text. We reviewed how we could use this strategy and talked

about how we could use it in other classes. We discussed how to look for key words when

reading and fill in the graphic organizers as they read to help in other content areas.

I have observed that my small group of students have been building their confidence and

ask fewer and fewer questions while we are together instead taking a chance and responding to

my questions with more confidence. Giving the students the tools to pull information from the
CLINICAL FIELD EXPERIENCE: D 3

text and organize that information has really helped in the student’s personal growth. We talked

about what strategies we could use during class if the teacher wasn’t us to read something but we

do not know all of the words, they were afraid to speak up and have their peer know that they did

not know how to read all of the words, I told them to copy down the words they were unsure of

during class and talk about them with their teacher when the class had a break or they would not

be interrupting the lesson. I assured them that not everyone knows every word and that they

should never be ashamed to ask for help.

All of the lessons/strategies that I have used with this small group are strategies that I

would use in my own classroom. My caseload has been expanding and I will have second grade

students beginning next grading period, they need to become confident readers, these strategies

will aid them in accomplishing that goals. Chunking the material that they read or that is

presented to them will allow them to have a more manageable task and better comprehend

smaller sections at a time. I will ensure that I teach them how to use graphic organizers and

how/why they are useful. Implementing and exposing students to a variety of graphic organizers

will also teach them different ways to think and plan – not every student learns, plans or reads in

the same manner.